Subject: Computing Unit 1 Principles ... - Basildon Academies

N Scheme of Work 2020-21

Subject: Computing Unit 1 Principles of Computer Science

Year Group: Year 12

Specification: BTEC Computing – Unit 1 – this is to run co-currently as Unit 2 (students have 5 hours a week 2 hours for Unit 1 and 2

hours for Unit 2 and 1 hour self-directed learning)

Lesson

No

Topic &

Objectives

Big Question –

What will students

learn?

Key Activities & Specialist

Terminology

(Do Now Task /

Starter/Tasks/Plenary

Planned

Assessment

Homework or

flipped learning

resources

DODDLE resources

Lit

Num

SMSC

Codes

1 & 2 A1

Decompositio

n

What is

decomposition? First lesson a baseline test should be

completed.

Lead-in: Introduce the concept of

computational thinking (CT) and

stages of CT. Explain that CT will be

applied throughout this and other

units.

Small group/paired activity: Give

learners a scenario in which they are

asked to reverse-engineer a ‘clone’ of

a simple computer game (eg Space

Invaders or Tetris®). Learners must

identify the distinct steps of the

problem.

Link for resources:

There are different scenarios for you to

pick for the students to do in the

following link

https://teachinglondoncomputing.org/r

esources/inspiring-unplugged-

classroom-activities/

Tutor-led discussion: Learners feed

their thoughts back to the whole

group.

Plenary: Using what they have

learned from the discussion, learners

complete work on the scenario activity.

Baseline test Expansion –

independent

learning activity:

Students to use the

following link to look

for articles that

illustrate

decomposition – then

they are to write a

small paragraph

detailing the main

points

https://teachinglondo

ncomputing.org/reso

urces/developing-

computational-

thinking/decompositi

on/

Exercises on problem

solving (CT) from PG

Online resources

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https://teachinglondoncomputing.org/resources/inspiring-unplugged-classroom-activities/



https://teachinglondoncomputing.org/resources/developing-computational-thinking/decomposition/






3 & 4 A2 Pattern

recognition

What is the

pattern? Read and

understanding

code

Lead-in: Recap the concept of

decomposition with a Q&A session.

Explain that in this lesson they will

continue to explore CT.

Small group/paired activity: In the

same groups as the previous lesson,

learners expand their analysis of the

example game (eg identify patterns

and common elements or features).

Introduce some programming terms

and ask learners to identify variables in

the example game (eg ‘lives’).

Tutor-led discussion: Ask learners to

contribute their thoughts to the

discussion.



complete work on the scenario activity

in the following link

https://teachinglondoncomputing.org/r

esources/inspiring-unplugged-


(Teacher’s note: the above link

contains lots of different activities for

you to choose the ones suitable for

your learners)

Exam questions on

Problem Solving

(CT) – this to be

complete on their

own – use peer

marking

(pg 39 PG Online

Book)

Teachers to pick an

activity from the

following link that

gets students to

identify elements of

code

https://teachinglondo

ncomputing.org/reso

urces/inspiring-

unplugged-


Computational

Thinking - Problem

Solving Worksheet 1

+ Homework sheet 1

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5 & 6 A3 Pattern

generalisation

and

abstraction

How do you

identify the

variables?

Small group/paired activity: In the

same groups as the previous lesson,

learners expand their analysis of the

example game (eg identify patterns

and common elements or features).

Introduce some programming terms

and ask learners to identify variables in

the example game (eg ‘lives’).

Tutor-led discussion: Ask learners to

contribute their thoughts to the

discussion.

Exam questions –

PG online –

Constants and

Variables (pg6-7)

Activities from BTEC

revision guide pg 1-6

Programming –

Worksheet and

Homework sheet 1

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https://teachinglondoncomputing.org/resources/inspiring-unplugged-%20classroom-activities/










complete work on the scenario activity.

7 & 8 A4 Algorithm

design

How to write an

algorithm –

flowchart

introduction.

Lead-in: Recap the concepts of

‘decomposition’, ‘pattern recognition’

and ‘pattern generalisation and

abstraction’ through Q&A session.

Explain that over the next two lessons

learners will explore the first stages of

algorithm design.

Small group or paired activity:

Using the same groups as previous

lessons, learners consider the

‘algorithms’ for different parts of the

game (eg controlling the ship, firing or

invader movement). Highlight that in

the early design stages of a software

solution the ‘algorithms’ only need to

be step-by-step instructions, using

everyday language, and do not need to

be presented in pseudocode or full

programming code.

Group activity (peer review and

feedback): At different stages during

the two lessons, ask groups to share

their work with other small groups.

Each group should give feedback about

the algorithms produced. Feedback

should focus on completeness and

accuracy.

Plenaries: Give groups different-

coloured pens to help them annotate

work when giving feedback, and so

they can annotate changes they have

made as a result of feedback.

Extension – independent learning

activity: If time and resources allow,

give learners a chance to implement

some of their algorithms into a working

Deep Assessment

in Purple books on

topics learnt over

the last couple of

weeks – with exam

style question

(taken from

Sample Papers –

BTEC online)

Exercise on Algorithm

Design BTEC Revision

Guide Pg 8

Structured

Programming –

Worksheet and

Homework sheet 2

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system, eg the ‘invader movement’

algorithm using Scratch. Learners

could use pre-made sprites and apply

their algorithm. They should check

their algorithm by running the ‘code’ to

see if it performs as they would

expect.

9 & 10 B1 Structured

English

(pseudocode)

Interpreting

pseudocode.

Producing

pseudocode.

B2 Flowcharts

using

standard

symbols

How do you read

and write

pseudocode?

Tutor presentation: Introduce the

concept of pseudocode when designing

algorithms and planning computer

programs. Explain why pseudocode is

used as a planning and design tool (ie

to identify and plan the correct

sequence of tasks/processes for a

computer program). Introduce the

‘basic operations’ listed in the

specification. Explain that operations,

key commands and common

programming functions are typically

written in upper case within the

pseudocode. See the following video

link: Pseudocode Tutorial (6.5

minutes)

www.youtube.com/watch?v=rSz7549W

SjY

Independent learning activity: Give

learners simple scenarios and flow

charts or components of a computer

program that they must present as

pseudocode. Focus on the basic

operations and avoid, if possible,

decisions and repetition. However,

depending on learners’ ability and their

programming experience, you may

decide to introduce concepts from later

lessons.

Note: try to introduce a different

scenario from previous lessons. It is

important that learners can apply

knowledge and demonstrate

understanding in a range of contexts.

Clearly written

pseudocode that

contains a clear

result

BTEC Revision Guide

pg 9

Pg 12 Exercises in PG

Online Book

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http://www.youtube.com/watch?v=rSz7549WSjY

http://www.youtube.com/watch?v=rSz7549WSjY

They should be able to work from

scenarios and/or flow charts.

Sequence-based scenarios could

include:

inputting a number, squaring it and

outputting the results

temperature conversion between

Fahrenheit and Celsius

calculating the area of a circle.

Plenary: Ask learners to

discuss/compare their solutions in

small groups. Ask one group to share

their solutions. As a class, discuss the

merits of each solution (try to identify

a group that has two varying but still

valid solutions). Highlight that,

depending on the scenarios, there may

be different ways of presenting

solutions which are still valid, just as

there are when creating a programmed

solution.


English

(pseudocode)

Interpreting

pseudocode.

Producing

pseudocode.

B2 Flowcharts

using

standard

symbols

How to read and

write pseudocode

to solve problems

in previous coded

work.

Lead-in: Recap learners’

understanding by asking them to

produce an algorithm for a simple

scenario using ‘basic operations’.


‘decisions’ listed in the specification.

Reiterate that operations, key

commands and common programming

functions are typically written in upper

case within the pseudocode. Use Q&A

with some example logical problems to

establish learners’ understanding.

Explain that indentation can be used to

show hierarchy of tasks.


learners some simple scenarios, and

where appropriate supporting flow

charts, or components of a computer

program that require the use of

Deep Assessment

on the computer of

what code they

have learnt over

the last couple of

weeks. Students

to screen shot their

code and print for

marking and

grading – Exam

questions from Unit

1 Papers used to

assess students

fully.

Exercises Pg 42-50

PG online book

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‘decisions’. They should write

pseudocode to represent the solutions.

Selection-based scenarios could

include:

cinema tickets (Adult, Child,

Senior and Student rates)

calculating the cost of an

invoice, with free delivery for

orders of £100.

Tutor-led class discussion: Go

through the solutions as a class. Select

examples that highlight correct

solutions and also some that highlight

common misconceptions.

Plenary: Give learners time to correct

or develop their pseudocode

algorithms. Or ask them to annotate

their pseudocode to explain its

function.


English

(pseudocode)

Interpreting

pseudocode.

Developing

pseudocode.

Producing

pseudocode.

What is nested

logic and

repetition?

Lead-in: Recap learners’

understanding by asking them to

produce an algorithm for a simple

scenario using ‘decisions’.


concepts of ‘nested logic’ and

repetition. Explain that in computer

programs ‘decisions’ are often not

stand-alone and conditions are

regularly chained or combined with

repetition to reach an outcome.


learners a series of varying scenarios

and/or problems that require ‘nested

logic’ and/or repetition. They should

write pseudocode to represent the

solutions.

Note: you could give a wider range of

possible scenarios by introducing some

Written pseudocode

that clearly

represents a

solution

Exercises on Pg 10 –

11 BTEC Revision

Guide

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of the arithmetic operations listed in

topic C2.

Iteration-based scenarios could include

the following.

Guessing game - the computer

randomly generates a number between

1 and 30 and the player has to guess

the number. For each guess the

computer responds with higher or

lower and the player has a limited

number of guesses.

Palindrome problem - inputting a word,

reversing it, comparing the results and

declaring whether or not it was a

palindrome.

Plenary – paired activity: Ask

learners to compare and contrast their

solutions. Support them to identify any

errors in the logic and allow time for

them to correct their solutions.

October Half Term


English

(pseudocode)

Interpreting

pseudocode.

Producing

pseudocode.

B2 Flowcharts

using

standard

symbols

What

improvements can

be made to the

written

pseudocode?

Lead-in: Organise learners so they

can complete assessment tasks

independently.

Individual activity: Give learners a

series of scenarios and flow charts.

They should produce pseudocode that

demonstrates their learning over the

last few lessons. The activities should

increase in demand as the assessment

progresses. Give learners at least one

scenario where they have to evaluate

pseudocode and suggest

improvements or write an improved

version. NB: try to structure and

present activities in a similar way to

the sample assessment material

supporting the unit.

Problems could include:

Written pseudocode

with improvements

Writing and

interpreting

algorithms worksheet

3.

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password problem (maximum

three attempts)

setting up a password (must be

a certain length and contain an

upper case letter, a number

and a symbol)

weights and measures

convertor.

Discuss the command verbs and how

learners should structure their answers

when presented with them. Definitions are

in the specification.

17 & 18 C1 Handling

data within a

program

Defining and

declaring

constants and

variables.

Identifying what is

the best data type

to use in different

cases.

Lead-in: Explain that over the next

few lessons learners will explore the

use of data and variables in computer

programs.

Tutor presentation: Give learners a

list of the data types in the

specification. Identify the

properties/characteristics of each data

type and explain the difference

between the primitive data types and

the composite data types.

Paired activity: Give learners a series

of examples of pseudocode containing

a range of variables and example data.

In pairs, learners should discuss the

examples and identify which data

types they would use in each case.

Float examples - currency problems

such as conversion.

String examples - counting the

occurrence of a letter in a string or

reversing a string.

Integer examples - problems using

counters (for example displaying a

bar chart).

Class discussion: Discuss the

decisions made during the activity.

Deep Assessment

in Purple books on

topics learnt over

the last couple of

weeks – with exam

style question -

Question 1a & b

from Exam paper

June 2017

Pg 12 & 13 BTEC

Revision book

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Individual activity: Give learners an

additional example scenario and

specification for a computer program

that would use different data types (eg

a program that could handle personal

information for employees of a

company). Try to give learners data

that could possibly be stored using

different data types and ask them to

justify their choices.

19 & 20 C1 Handling

data within a

program

Managing

variables.

How computers

handle data and

understand what is

the role of local

and global

variables?

Lead-in: Explain that learners will

extend their work on how computers

handle data and look at the role of

local and global variables.


concept of local and global variables.

Explain how using them may affect the

way a program works and the data

within the program. Learners should

think of global variables as being used

by a number of different

functions/subroutines (passing values

will be explored later). See video link:

Scope of variables (7.5 minutes) in the

following link

www.youtube.com/watch?v=RlQQK-

mYmZs

Individual activity: Give learners

pseudocode examples containing local

and global variables that are used in

different ways. Ask them to show what

happens when different scenarios and

data are passed in to the code.

Validation routines in particular as the

original copy of the data should be

held back and only a copy worked on

inside a function.

Plenary: Discussion regarding the

validation used, discuss how relevant

they were or not.

Give learners a

written exam-style

question to help

summarise their

learning. – Use

Sample Learner

paper

Pg 13 & 14 BTEC

Revision book

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http://www.youtube.com/watch?v=RlQQK-mYmZs

http://www.youtube.com/watch?v=RlQQK-mYmZs

21 & 22 C1 Handling

data within a

program

Managing

variables.

How to name

conventions? Lead-in: Explain that learners will

extend their work on local and global

variables and also look at naming

conventions.

Tutor presentation: Recap the last

lesson and explain how naming

conventions might work. Then present

some examples using simple

programming code (Python may be a

good starting point). Give examples (in

pseudocode and Python) that show

inconsistent/confusing approaches to

variable names. Explain how in

pseudocode they can still be

understood but when executed they

may cause different outcomes.

Paired activity: Give examples of

pseudocode that require debugging to

each pair of learners. Ask learners to

identify problems within the code

(either limited to naming conventions

or extended to global and local

variables). Learners should rewrite

parts of the given code to correct

problems and improve efficiency.

Plenary: Re-organise learners so that

each pair joins another group. Ask

each group to compare and contrast

their solutions.

Re-written code

that corrects the

errors

Pg 16 & 17 BTEC

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23 & 24 C1 Handling

data within a

program

Managing

variables.

Enforcing the

concepts learnt in

the previous

sessions.

Lead-in: Reinforce the concepts

explored over the last two lessons and

explain that learners will continue to

develop this work.

Individual activity: Give learners

examples of pseudocode with a

number of different problems and

contexts. Ask them to complete tasks

including explaining the functions,

describing how data is processed by

the code, debugging errors and re-

Clear explanations

of the functions

used, in the

programming and

description of how

the data is

processed by the

code.

AP testing – mock

exam – Jan 2018 –

Paper 1 & 2

Pg 18 & 19 BTEC

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writing sections to improve efficiency.

At this stage learners can still be

working in pseudocode and do not

need to create functioning programs.

25 & 26 C2 Arithmetic

operations

C3 Built-in

functions

Arithmetic

functions.

What are high-

level programming

languages?

Lead-in: Explain that learners will look

at common built-in functions that are

available in many high-level

programming languages.


concepts of arithmetic functions.

Explain the purpose and use of the

functions and how they may be used

to add functionality to a program. At

this stage, just discuss and use these

functions at pseudocode level.

Learners will explore the syntax and

use of these within specific languages

later. However, you may wish to give

examples of the functions working

within a program, without going into

the code, in order to give context.

Individual learning activity: Give

learners a series of problems. Use

pseudocode that contains the

arithmetic operations from the

specification. Ensure problems include

a range of contexts in which learners

must apply understanding.

In particular these problems should

include the need to process using

BODMAS - they should be multi-stage

calculations including nested brackets.

Small group activity: Organise

learners into groups to improve their

solutions.

Successful

pseudocode code

that makes sense

and contains

arithmetic.

Solving problems

that contain

BODMAS –

Learners must

show clear

understanding of al

the contexts used.

Pg 20 & 21 BTEC

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operations

C3 Built-in

functions

Arithmetic

functions.

String

handling

functions.

General

functions.

What functions are

available in high-

level programming

languages?


continue to look at common built-in

functions available in many high-level

programming languages.


string handling functions. Explain their

purpose and use, and how they may

be used to add functionality to a

program. Explain how general

functions are used as a matter of

course when developing solutions.

Again, at this stage these functions

only need to be discussed and used at

pseudocode level. Learners will explore

the syntax and use of these within

specific languages later.

Individual learning activity: Give

learners a series of problems. Use

pseudocode that contains the string

handling functions from the

specification. Ensure problems include

a wide range of contexts in which

learners must apply understanding.

Allow time to discuss solutions with

individuals or as small groups.

Problems could include: A palindrome

phrase checker, for example ‘A car, a

man, a maraca.’ – see link in the

following link

www.palindromelist.net/A-car-a-man-

a-maraca/ The spaces and

punctuation in this phrase need to be

stripped and the spaces closed up

before reversing and comparing the

strings.

Give learners a

problem that

requires the

development of

pseudocode. Try to

give them a

problem that

requires application

of arithmetic

functions and string

handling functions.

The task should be

completed in exam

conditions and

marked by the

tutor to gauge

progress. Adjust

the support given

depending on the

learners’ progress.

Research what

‘Hungarian Notation’

means in the context

of naming

conventions. What

are the advantages

and disadvantages of

using this approach

to naming?

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operations

C4 Validating

data

Understanding

variables in a

database.

Lead-in: Start with a practical activity.

Give learners a spreadsheet or simple

flat file database containing a series of

different fields. Ensure some fields

have validation and others do not.

Deep Assessment

in Purple books on

topics learnt over

the last couple of

weeks – with

exam style

Validation exercises

pg 160 – 162 BTEC

Revision

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http://www.palindromelist.net/A-car-a-man-a-maraca/

http://www.palindromelist.net/A-car-a-man-a-maraca/

Validation

check

techniques.

Post-check

actions.

Only some validation should have

appropriate error messages. Learners

should enter data from the test plan or

list, and record what happens.

Class discussion: Discuss what

happened when the data was entered.

Explore why only some fields behaved

as expected.

Tutor presentation: Show learners

the validation settings of the different

fields. Show the different ways that

entry is checked/restricted (give

enough examples to cover the

techniques listed in topic C4). Explain

that although learners are currently

looking at validation in a

spreadsheet/database, the basic

principles and logic are always the

same. Explore the importance of

validation within computer programs

and systems that handle data. See

video link: Validating User Input in

Java (7 minutes)

www.youtube.com/watch?v=PWez5mV

XACc

Individual task: Give learners a

series of common scenarios that might

require data to be held. In each case,

give them some fields for which they

should develop validation rules.

Learners do not need to implement the

rules in a database or program; they

could just give a clear description of

what the validation would be.

Fields should be checked for:

presence (ie no empty cells)

age should be validated – no

one can be less than 0 and

older than 120 would be

unlikely

question – Use

June 2017

Sp2

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http://www.youtube.com/watch?v=PWez5mVXACc

http://www.youtube.com/watch?v=PWez5mVXACc

format, eg UK National

Insurance numbers have a

specific format - LL 99 99 99 L.

Plenary: Learners should work in pairs

to compare and contrast their

solutions.


operations

C4 Validating

data

Validation

check

techniques.

Post-check

actions.

Knowing when to

apply validation for

a series of

scenarios.

Lead-in: Recap the last lesson.


series of scenarios which require

validation techniques to be applied.

Learners should write/develop/improve

pseudocode that could be applied to

produce sections of programming

code. For some learners, introduce

aspects of topic C5 as they explore

post-check actions, although this is

covered more in the next lesson.


solutions. Consider the different ways

in which problems could have been

solved. Explore the solutions to see if

they give robust validation.

Plenary: After the discussion, allow

learners to revisit solutions and refine

their work.

Improved

pseudocode for a

particular section of

programming –

pseudocode must

contain clear

validation


pg 163 – 164 BTEC

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operations

C4 Validating

data

Validation

check

techniques.

Post-check

actions.

C5 Control

structures

Loops.

Branches.

Knowing when to

apply validation for

a series of

scenarios.


Explain that learners will now be

expected to develop more complicated

solutions that require different levels of

logic.


series of scenarios which require

validation techniques to be applied. To

continue progression, scenarios should

require nested logic, loops and

branches to be used. Again, learners

should write/develop/improve

pseudocode that could be applied to

Ask learners to

annotate their

solutions to help

explain their logic

and function. Use

this task to assess

progress and give

feedback to

learners.


pg 165 – 166 BTEC

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produce sections of programming

code.

Limit checks (upper limit only).

Checking a full name has been

entered rather than just an initial.

Check that inputs are correct

months of the year or days of the

week.

Checking that a check-in date in a

hotel is not after the check-out

date (or a travel ticket scenario).

35 & 36 C5 Control

structures

Function calls.

Why is

modularisation

used in

programming?

Lead-in: Explain that in this lesson

learners will be considering the use of

functions/subroutines within

programming.


concept of modularisation and why it is

used in programming. Refer back to

some of the ideas explored during the

local and global variables topic,

including values used within single

functions and those used by more than

one. Remind learners about the

principles of naming conventions for

variables and functions.

Small group activity: This task

requires a scenario that allows learners

to look at a small area of a problem

and devise a number of subroutines for

it. Organise the class into groups of

three and assign each group a section

of the problem to work on. Give

learners a program ‘specification’ that

they can use to help identify what their

part of the program must do. Help

learners by using a similar problem to

previous lessons (eg a simple

computer game). When assigning

tasks, ensure each group has the same

task as at least one other so they can

2nd AP testing –

Jan 2020

Re-organise

learners so each

group is now

working with

another group that

was assigned the

same problem. Ask

the groups to

discuss their

solutions,

considering why

they broke their

problem down the

way they did. As a

larger group, they

should try to come

up with a final list

of subroutines


pg 167 BTEC Revision

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discuss their solutions later. Each

group should deconstruct their

problem, and identify the different

‘functions’ that are required for the

solution and the ‘variables’ that are

needed. Identify the variables that

would be used by only one function

(local) and ones that may need to be

accessed by others (global). Extend

the task by asking learners to write a

function using pseudocode.

Learners should understand that

functions are used for two main

reasons - a) to break down a program

down so that it can be built by a team

of developers who each create one or

more functions that are they joined

together in the main program and b)

where code is identified as needing to

be reusable.


a system to manage different

aspects of a house such as

switching lights on and off,

heating, cookers, closing

curtains etc.

Plenary: Assessment Activity

37 & 38 C5 Control

structures

Function calls.

Why is

modularisation

used?


Through Q&A, gauge the learners’

understanding and cover why

modularisation is important, both in

this case and in general.

Individual task: Give learners an

example program (written in

pseudocode) for a stated problem. The

example should contain some

subroutines but also some

inefficiencies. Learners should identify

how the code could be improved and

rewrite the code in a more efficient

Deep Assessment

in Purple books on

topics learnt over

the last couple of

weeks – with

exam style

question

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way. A good example of this would be

to give learners a pseudocode where

an integer number is input by the user

several times in a program. Each time

the number is input it has to be

checked to confirm it is an integer

within a specific range. The range can

vary between inputs, but the process

of checking is exactly the same. So the

code to check the number is

repeatedly written into the program.

Learners should then create a function

that will pass in the number to be

checked, plus the upper and lower

limits and will pass back a Boolean

value of true or false (is valid or is not

valid). This means coding the

validation routine just once and

reusing as often as necessary.


learners’ work and consider their

solutions.

Plenary: Further to discussion, allow

learners to revisit solutions and refine

their work.

39 & 40 C6 Data

structures

Lists.

Arrays.

What are lists, and

arrays; what is

their purpose?

Lead-in: Give a brief introduction to

the concepts of data structures.

Explain how the lesson will expand on

previous lessons, which have focused

on single value variables.

Independent learning activity:

Learners do independent research into

‘lists’ and ‘arrays’. They should

research the characteristics of, and

similarities and differences between,

the two data structures.

Class discussion: Use Q&A to check

learners’ understanding of lists and

arrays.

Explanation of the

purposes of lists

and arrays.

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Independent task: Give learners a

series of scenarios/programming

problems that require the use of data

structures. They should identify in

each case if a list or an array should be

used, and explain why.

Problems could include the following.

A program that counts the

number of spaces and different

punctuation in an input string.

A program that accepts an

input string and then encodes it

by alternately taking characters

from each end and creating a

new list of characters. Hello

world would become

hdellrloow.

Small group task: Ask learners to

form small groups to discuss their

answers.

41 - 42 C6 Data

structures

Records.

Sets.

How are records

and sets used? Lead-in: Recap the last lesson. Use

Q&A to check understanding of lists

and arrays. Explain that in this lesson

learners will explore other data

structures used in programming (listed

in topic C6).

Independent learning activity:

Learners do independent research into

the characteristics of ‘records’ and

‘sets’. See video link: Data Structures -

arrays and records (5 minutes) in the

following link

www.youtube.com/watch?v=OirFldMTJ

WE

Independent task: Learners should

produce a written piece of work

examining records, lists, sets and

arrays. They should identify the

characteristics of each of the

structures, compare how they are

Written piece of

work that identifies

the characteristics

of each of the

structures. The

work should

compare how they

are used, and

discuss the benefits

and drawbacks of

each – Completed

as a Deep

Assessment task

(Purple Books)

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http://www.youtube.com/watch?v=OirFldMTJWE

http://www.youtube.com/watch?v=OirFldMTJWE

used, and discuss the benefits and

drawbacks of each.

43 - 44 C7 Common/

standard

algorithms

Sorting.

What is the

standard algorithm

– sorting?

Lead-in: Explain that learners will now

start to look at standard algorithms

that are used in programming, starting

with sorting algorithms.

Tutor presentation: Explain the

concepts of sorting algorithms and how

the sorting algorithms in topic C7

work.

Small group activity: Organise the

learners into groups of two or three.

Give them examples of the sorting

algorithms (in pseudocode) and

example data. Learners should use the

data to produce a set of descriptions of

how each of the sorts work. Their

descriptions should show how the data

is affected/stored at different stages of

the sorting process.

The following website has animations

of sorting techniques and is a useful

tool to show learners conceptually how

each sort type works:

Sorting Algorithm Animations

www.sorting-algorithms.com

Plenary: Through a class discussion

and Q&A, explore learners’

understanding of sorting algorithms.

Clear descriptions

showing how the

data is

affected/stored at

different stages of

the sorting process.

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45 – 46 C7 Common/

standard

algorithms

Searching.

How to search in

algorithms? Lead-in: Explain that in this lesson

learners will look at searching

algorithms.


concepts of searching algorithms and

how the searching algorithms in topic

C7 work.



Results from

activities should

show clear

descriptions of how

each of the

searches work.

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http://www.sorting-algorithms.com/

Give them examples of the searching

algorithms (in pseudocode) and

example data. Learners should use the

data to produce a set of descriptions of

how each of the searches work. Their

descriptions should show how the data

is used and outputted.

Algomation has a series of computing

animations - use the following link and

search on "searching" to find

animations for a range of techniques

www.algomation.com/

Plenary: Through a class discussion

and Q&A, explore learners’

understanding of searching algorithms.


learners will look at count occurrences

and validation algorithms.


concepts of the algorithms in topic C7

and how the count occurrences

algorithm might work. Refer learners

back to lessons 15–17 on validation

when discussing validation algorithms.



Give them example scenarios and,

where appropriate, example data.

Learners should, using pseudocode,

produce example count and validation

algorithms for assigned tasks.

Tasks could include those such as

counting the frequency of ages in a

dataset or the instances of eye colour

or height in a group of people - this

should show learners how data is

analysed by spreadsheets and

database functions.

Plenary: In turn, ask each group to

explain their solutions to the rest of

http://www.algomation.com/

the class. If time allows, facilitate

discussion between learners as to the

efficiency of the proposed solutions.

47 - 48 C7 Common/

standard

algorithms

Using stacks

and queues to

implement

sorting and

searching.

How stacks and

queues are used by

computers when

searching and

sorting


learners will look at how stacks and

queues are used by computers when

searching and sorting.


concepts of stacks and queues in topic

C7.



Give them example algorithms (in

pseudocode) and example data. The

data should be simple such as

numbers or characters. Learners

should use the data to produce a set of

descriptions of how stacks and queues

work, both in writing and as diagrams.

Individual activity/

Deep Assessment

(Purple Books)

Give learners a

series of tasks to

assess their

understanding of

the content of topic

C7. Assessment

tasks should be

varied in their

approach and could

include explaining

how a specified

algorithm works,

showing how data

is processed by a

particular

algorithm, writing a

simple algorithm in

pseudocode, and

identifying

errors/improving

efficiency of a

given piece of

pseudocode.

Revision questions

set to, explore

learners’

understanding of

stacks and queues

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49 – 50 D1 Procedural

programming

Learning the

concepts of

procedural

programming by

using Python 3.4.

Learners should spend these lessons

learning the concepts of procedural

programming by using Python 3.4.

Tutor presentations: Explain key

syntax, commands and procedures as

they are introduced and learners’

understanding of the programming

language progresses. The concepts

and functions could be taught using a

similar progression to topic C (lessons

9–26).

Written code that

solves problems

(without errors in

the written code)

Long exam question

to be set – students

to develop their

answers

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Individual learning activities: Give

learners opportunities to write small

amounts of code to solve problems and

explore features of the programming

language. They should also be given

larger code examples that they must

debug and improve.

Problems have been supplied in

lessons 5, 6 and 7.

Examination preparation: Learners

will not be required to write large

sections of code from scratch in the

exam but working with the code will

aid understanding. Develop exam

techniques through starter, plenary

and homework activities.

48 - 66 D2 Object-

orientated

programming

Learning the

concepts of

procedural

programming by

using a C family

language


learning the concepts of procedural

programming by using a C family

language. See video link: Intro to

Object Oriented Programming (C++)

(5 minutes) in the following link

www.youtube.com/watch?v=MTfWr7o7

Q4U



they are introduced and understanding

of the programming language

progresses. The concepts and

functions could be taught using a


9–26).





language. Learners should also be

given larger code examples that they

must debug and improve.

Code that has been

de-bugged by the

learners

Long exam question

to be set – students

to develop their

answers

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http://www.youtube.com/watch?v=MTfWr7o7Q4U

http://www.youtube.com/watch?v=MTfWr7o7Q4U

Examples could include the players in a

game or athletes at an event,

capturing performance data for later

analysis.

Examination preparation: Learners will

not be required to write large sections of

code from scratch in the exam but working

with the code will aid understanding.

Develop exam techniques through starter,

plenary and homework activities.

67 D3 Event

driven

programming

Explanation of the

features and

characteristics of the

event driven

programming

paradigm

Lead-in: Explain to learners that they

will now look at event driven

programming.

Tutor presentation: Give an

overview of the features and

characteristics of the event driven

programming paradigm. Introduce the

structure of event driven

programming. See video link: What

are event-driven programs? in the

following link

www.youtube.com/watch?v=qrA7eD18

CZo

Individual task: Learners should

research and make notes on the

features, uses, benefits and drawbacks

of event driven programming.

Small group task: Re-organise

learners into small groups to discuss

their findings. Allow them to add to

and expand their notes based on the

discussions.

Clear explanations

given on the

features and

characteristics of

the event driven

programming

paradigm

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68–86 D3 Event

driven

programming

What are the

concepts of event

driven

programming by

using Visual Basic®


learning the concepts of event driven

programming by using Visual Basic®.

Clear explanations

of key syntax,

commands and

procedures of the

programming/mark

-up language Visual

Basic®

Develop exam

techniques through

starter, plenary and

homework activities.

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http://www.youtube.com/watch?v=qrA7eD18CZo

http://www.youtube.com/watch?v=qrA7eD18CZo




of the programming language




9–26).





language. Learners should also be

given larger code examples that they

must debug and improve.


o maths program for children, for

example testing simple additions

and subtractions.








87 D4 Coding for

the web

The uses,

applications

and

implications

of client side

processing

and

scripting.

The uses,

applications and

implications of

server side

Gain an

understanding of

coding for the web

by exploring the

principles of

server side and

client-side

processing.


expand their understanding of coding

for the web by exploring the principles

of server side and client-side

processing.

Tutor presentation: Give an

overview of the concepts of server and

client processing. See video links: Web

technology tutorial: Front end design

(3.75 minutes) and Web technology

tutorial – Server-Side Scripting (3.5

minutes) in the following links Web

technology tutorial: Front end design

(3.75 minutes)

Learners should

share their findings

and give

expansions and

feedback on other

learners’ work.

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processing and

scripting.

www.youtube.com/watch?v=-qI6Xns-

w90

Web technology tutorial - Server Side

Scripting (3.5 minutes)

www.youtube.com/watch?v=JnCLmLO

9LhA

Individual task: Learners should

conduct research and make notes on

server and client side processing,

giving an analysis of how each is used

and implemented, and the benefits and

drawbacks of each.

Class discussion: Through discussion

and Q&A, establish learners’

understanding. They should share their

findings and give expansions and

feedback on other learners’ work.

Plenary: Give learners time to expand

their notes based on class discussion.

88 - 106 D4 Coding for

the web

Learning the

concepts of coding

for the web by

using HTML5.


learning the concepts of coding for the

web by using HTML5.




of the programming/mark-up language




9–26).


learners a chance to write small


explore features of the

programming/mark-up language. They

should also be given larger code

examples that they must debug and

improve, or evaluate in terms of issues

and implications.

Clear explanations

of key syntax,

commands and

procedures of the

programming/mark

-up language

HTML5

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http://www.youtube.com/watch?v=-qI6Xns-w90

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http://www.youtube.com/watch?v=JnCLmLO9LhA

http://www.youtube.com/watch?v=JnCLmLO9LhA


a site for extreme cycling

locations and routes that needs

new pages for competition

events.








107-108 D5

Translation

How to provide a

full analysis and

recommendations

of a situation.


apply what they have learned over the

last few lessons regarding translation

of code. Organise the learners into

pairs.

Small group activity: Give each pair

a unique scenario and some example

code from any of the studied

languages. The pairs should prepare a

business-style presentation (that they

will give to the rest of the group)

which analyses the situation using the

D5 topic and makes a supported

recommendation as to whether the

code should be translated in this

instance.

Plenary: Each group should present

their analysis and recommendations to

the rest of the group. Give the other

learners opportunities to ask questions

and give feedback.

A comprehensive

presentation that

consists of a full

analysis and

recommendations

of a situation

provided by the

teacher

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109 -

110 Whole

specification

What needs

improvement?

Lead-in: Introduce the purpose of the

lessons: to look at how to improve

performance on the extended writing

questions.

Improved

responses from

extended written

answers

Revise areas of

weakness (This will

be different for each

learner, depending on

their needs)

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Tutor presentation: Reiterate the

meaning of different command words.

For each of the ‘extended writing’

command words, look at the structure

of the level-based mark schemes and

what the descriptors mean.

Individual tasks: Give learners

example extended questions from

either the SAMs, past papers or ones

that the tutor has prepared. Allow

them to respond to these in exam

conditions. Tutors could give example

responses that learners could critique.

Small group tasks: Learners should

discuss/share their interpretations of

the questions. They could do a peer

marking activity.

Sp5

111 -

112 Whole

specification

What needs

improvement?

Lead-in: Introduce the purpose of the

lessons: to allow learners to work on

areas of the specification they find

challenging. Ask them to look through

the specification (and their work from

the last few lessons) and identify

where they think they need additional

focus.

Tasks: Set up ‘stations’ in different

areas of the room that learners can

use, based on their areas of weakness.

Improved

responses from

extended written

answers

Revise areas of

weakness (This will

be different for each

learner, depending on

their needs)

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Subject: Computing Unit 1 Principles ... - Basildon Academies

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